A study was made of the perceived success or failure of early field experiences prior to student teaching as perceived by cooperating teachers (CT) and field experience students (FES). Subjects were secondary school teacher education majors (n=145) and their cooperating teachers (n=34). Measures were taken of expectations, problems, and values over a period of nearly two years. Questions directed to the CTs concerned expectations they brought to the experience, problems they incurred in dealing with FESs, and help they received from the FESs. Field experience students were queried about expectations they brought to the experience and usefulness of the field experience as they decided about and prepared for a teaching career. A third question sought to determine ways in which the diverse perspectives of CTs and FESs hindered the development of a positive field experience. A comparison was made of responses to the questions, and major factors which emerged as significant were analyzed. Potential difficulties revealed by responses are discussed in this paper and methods suggested for bringing diverse outlooks closer together. Appended tables provide data on responses to specific problem statements and comparisons of attitudes toward the experience. (JD)

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